基于专业分类的高校教学评价指标体系编制的探索
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摘要
为了使教学评价更加适应学校的办学定位、专业发展、教学思想,按照学校的文理基础、服务城市、工程教育三大专业群,分类编制学科与活动课程、实验与实训课程、实习与实践课程的督导评价、同事评价、学生评价指标体系;同时将公共课程分为五大类,编制督导评价、同事评价、学生评价相应的教学评价指标体系。指标体系内部再分为教学思想与态度、教学方案与目标、教学内容与选择、教学活动与方法、教学效果与评价,简称为33535教学评价体系。经过几年实验证明,这种分类分层教学评价指标体系,有利于更科学、更实用、更客观的评价教师的课堂教学活动和课外指导活动质量与效果。
In order to make the teaching evaluation more suitable for the orientation of running a school,the development of the specialty,and the teaching idea,according to the three major groups of arts and science foundation, serving the city and engineering education, we classify and design five index systems such as the curriculum of subject and activity,the course of experiment and practice, the supervision and evaluation of practice, the evaluation of colleagues,and students’ evaluation. At the same time,it divides the public curriculum into five categories,establishes the corresponding teaching evaluation index system of supervision evaluation, colleague evaluation and student evaluation. The index system is further divided into teaching thought and attitude,teaching plan and goal,teaching content and choice,teaching activity and method, teaching effect and evaluation. It is called "33535 teaching evaluation system" for short. After several years of experiments,it is proved that the classified and stratified teaching evaluation index system is conducive to more scientific,more practical and more objective evaluation of the quality and effect of teachers’ classroom teaching activities and extracurricular guidance activities.
In order to make the teaching evaluation more suitable for the orientation of running a school,the development of the specialty,and the teaching idea,according to the three major groups of arts and science foundation, serving the city and engineering education, we classify and design five index systems such as the curriculum of subject and activity,the course of experiment and practice, the supervision and evaluation of practice, the evaluation of colleagues,and students’ evaluation. At the same time,it divides the public curriculum into five categories,establishes the corresponding teaching evaluation index system of supervision evaluation, colleague evaluation and student evaluation. The index system is further divided into teaching thought and attitude,teaching plan and goal,teaching content and choice,teaching activity and method, teaching effect and evaluation. It is called "33535 teaching evaluation system" for short. After several years of experiments,it is proved that the classified and stratified teaching evaluation index system is conducive to more scientific,more practical and more objective evaluation of the quality and effect of teachers’ classroom teaching activities and extracurricular guidance activities.
引文
[1]雒焕国,张海钟.课程教学目标设计中的概念表述问题与教师的备课实践选择[J].高等理科教育,2012(5):103-107.
[2]郑新,张海钟.学生发展质量是高校教学质量评价的最终指标[J].中国高等教育评估,2017(2):23-28.
[3]张海钟.论高校教学督导活动的理念和方式转型[J].宁夏师范学院学报,2018(2):25-30.
[4]冯利英,任良玉,刘益东.高校教师课堂教学效果评价存在的问题及对策[J].上海教育评估研究,2014(2):19-23.
[5]张海钟.基于城市化进程的城市型大学与城市大学发展路径——兼论兰州城市大学的建设思路[J].城市学刊,2017(6):29-33.
[2]郑新,张海钟.学生发展质量是高校教学质量评价的最终指标[J].中国高等教育评估,2017(2):23-28.
[3]张海钟.论高校教学督导活动的理念和方式转型[J].宁夏师范学院学报,2018(2):25-30.
[4]冯利英,任良玉,刘益东.高校教师课堂教学效果评价存在的问题及对策[J].上海教育评估研究,2014(2):19-23.
[5]张海钟.基于城市化进程的城市型大学与城市大学发展路径——兼论兰州城市大学的建设思路[J].城市学刊,2017(6):29-33.